kIn the context of modernization of the education system of the Republic of Kazakhstan and the implementation of strategic national programs, the issue of professional development of new teachers has gained particular relevance. This study is devoted to the analysis and development of professional practices of training, adaptation, and support for beginning teachers within the Kazakhstani educational context.

The article examines the professional practice of a teacher who, through mentoring and systematic support, achieved significant professional growth: from a curator and teacher-organizer to a moderator teacher and Doctor of Philosophy (PhD). In addition, the teacher won a government-funded scholarship under the “Bolashak” international scholarship program of the Republic of Kazakhstan to study abroad.

The study explores the theoretical and regulatory foundations of teachers’ professional development, analyzes existing and prospective mentoring models, induction programs, and practice-oriented forms of professional learning. Special attention is paid to institutional conditions, the role of professional learning communities, and the influence of national education policy on the effectiveness of professional practices. The results of the research may be used in the development and improvement of teacher education and professional development programs in the Republic of Kazakhstan.

Keywords: teacher professional development, beginning teachers, mentoring, education system of Kazakhstan, pedagogical practices.

The first scientific concepts of teacher professional training were formed within the framework of classical pedagogy of the 19th and early 20th centuries. In the works of J. A. Comenius, J. H. Pestalozzi, and A. Diesterweg, the teacher was viewed primarily as a bearer of knowledge and moral values, while professional training was largely limited to mastering teaching methods and subject knowledge. In the second half of the 20th century, pedagogical science shifted from a normative understanding of the teaching profession to an analysis of teachers’ professional activity and personality development. A significant contribution to this field was made by L. S. Vygotsky, A. N. Leontiev, and S. L. Rubinstein, who examined professional development in the context of activity, socialization, and personality growth.

During this period, studies emerged focusing on the stages of teachers’ professional development, the adaptation of novice specialists, and the role of the teaching staff. However, support for beginning teachers had not yet been formalized as a systematic pedagogical practice and was primarily considered through the lens of professional adaptation.

This study is based on a set of complementary methodological approaches that provide a holistic understanding of the professional development of beginning teachers. The systemic approach views professional development as a multi-level system that integrates institutional, social, and individual factors. The activity-based approach analyzes professional growth through real pedagogical activities and classroom practices. The competency-based approach focuses on the formation and development of key professional competencies among novice teachers. The learner-centered approach emphasizes individual educational needs, motivation, and professional trajectories, while the reflective approach highlights reflection on pedagogical experience as a fundamental condition for professional growth. Despite the existence of a structured teacher education system in Kazakhstan, beginning teachers face significant professional challenges. These include a gap between theoretical preparation and practical school requirements, high teaching and administrative workloads, and limited methodological support at the workplace. Such conditions often result in professional burnout and low retention rates among early-career teachers. Therefore, the development of effective professional practices for supporting beginning teachers is a priority within state education policy and institutional management. Mentoring is officially recognized in Kazakhstan as one of the key mechanisms for supporting young teachers. It involves professional guidance, methodological assistance, and consultative support provided by experienced colleagues. In my professional experience, mentoring was implemented with clearly defined goals and evaluation criteria, regular lesson observations, structured feedback, and the allocation of time and resources for mentoring activities. This experience demonstrated the importance of moving beyond formal mentoring toward meaningful, reflective collaboration. As a result of mentoring, I developed essential professional skills, including identifying lesson focus, designing differentiated tasks, assessing students’ learning activities, and analyzing my own teaching practice. SWOT analysis helped me clarify my professional priorities, identifying strong motivation for learning as a key opportunity and limited time as a major constraint. Goal-setting played a crucial role in my professional growth, leading me to focus on deepening subject knowledge, improving teaching methodology, and engaging in research activities. Together with my mentor, I conducted a Lesson Study in World History classes, exploring differentiated instruction, CLIL, active learning methods, and the integration of artificial intelligence. Although students demonstrated improved understanding, their research skills required further development. This realization led to deeper professional reflection and enrollment in a research-oriented PhD program.

The conducted research provided a theoretical foundation and systematic analysis of professional practices for training and supporting beginning teachers within the framework of the contemporary educational policy of the Republic of Kazakhstan. The scientific analysis demonstrated that the effectiveness of young teachers’ professional development depends not only on the quality of their initial training but also on the mentoring support system. The empirical part of the study, carried out within mentoring practice and subsequent Lesson Study and Action Research projects, confirmed that the purposeful application of modern pedagogical technologies—personalized learning, flipped classroom, Inquiry-Based Learning, Historical Thinking Skills, and CLIL—facilitates the development of students’ research skills and abilities to analyze historical information. These methods proved effective in organizing the educational process in World History lessons, as evidenced by improved academic performance, increased student motivation, and greater engagement in research activities. The development of teachers’ research culture emerged as a key factor in fostering students’ research skills. This finding confirms the interdependence between teachers’ professional growth and students’ educational outcomes. Mentoring, therefore, performs a strategic function by ensuring the transmission of experience, the development of research competence, and the formation of professional reflection as the foundation of pedagogical excellence.

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